Quality Assurance in E-Learning: PDPP Evaluation Model and its Application

E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, (cid:73)(cid:72)(cid:68)(cid:86)(cid:76)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:92)(cid:15)(cid:3)(cid:87)(cid:68)(cid:85)(cid:74)(cid:72)(cid:87)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:74)(cid:85)(cid:82)(cid:88)(cid:83)(cid:15)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:82)(cid:69)(cid:77)(cid:72)(cid:70)(cid:87)(cid:76)(cid:89)(cid:72)(cid:86)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:81)(cid:68)(cid:81)(cid:70)(cid:72)(cid:17)(cid:3) Development evaluation includes (cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:71)(cid:72)(cid:86)(cid:76)(cid:74)(cid:81)(cid:15)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:80)(cid:68)(cid:87)(cid:72)(cid:85)(cid:76)(cid:68)(cid:79)(cid:3)(cid:71)(cid:72)(cid:86)(cid:76)(cid:74)(cid:81)(cid:15)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:58)(cid:72)(cid:69)(cid:3)(cid:86)(cid:76)(cid:87)(cid:72)(cid:3)(cid:71)(cid:72)(cid:86)(cid:76)(cid:74)(cid:81)(cid:15)(cid:3)(cid:192)(cid:72)(cid:91)(cid:76)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:92)(cid:15)(cid:3)

With the rapid development of e-learning, there is also an increasing interest in e-learning research.Among all the research topics, quality assurance of e-learning has attracted the greatest concern.Jung et al. (2011) found that various national, regional, and international initiatives have been undertaken with regard to quality assurance in e-learning.Endean et al. (2010) stated that those concerned about online learning have been developing and pubof those trying to study through the Internet.
However, Jung and Latchem (2007) found that most institutions apply the same quality criteria for e-learning as for the other modes of delivery.Endean et al. (2010) pointed that cover quality assurance of this new mode of operation.The adoption of a set of quality standards that carry some wider recognition addresses the need for internal processes.

Referring
to the CIPP evaluation model and characteristics of e-learning courses, the authors propose a system for evaluating e-learning courses that consists of four evaluation activities: planning evaluation, development evaluation, process evaluation, and product evaluation; in short, the PDPP model.
Based upon the proposed PDPP model and in line with the components and e-learning characteristics, the e-learning evaluation model consists of 26 items (see Figure 1).Figure 1 shows that the planning evaluation of e-learning courses begins with market demand analysis and feasibility analysis.Market demands refer to needs of target student groups

Course objectives.
The objectives of this course are set based upon the analysis of the course content structure, market demand, and target student group.Generally speaking, by the end of the course, the learners will be able to understand the methodology of distance education research; understand the rationale of distance education research; understand the process of dis-conduct research design for distance education research; apply distance education research methods; write a distance education research proposal; and write distance education research papers.
In order to help students arrange study time before the course started, a timeline was proposed to guide students as follows.When the course blueprint evaluation has been completed, it is followed by analyzing the construction of the e-learning platform and course Web site, instructional design, learning tutorial staff.Table 3 lists the e-learning course development and evaluation steps.establishing a special feedback area on the course Web site, establishing email communication between tutors and students, and internal reviewer or programme director's interviews were asked to familiarize themselves with various functions of the e-learning platform Web site guidance.The students needed to report to their tutor their degree of familiarity and time spent for this purpose.It was found that all the students learnt to use this course platform in two to four hours.
In the middle of this course, the reviewers and the programme director conducted formaconducted and a virtual classroom was organized for evaluators to gather students' learning feedback, including overall evaluation, students were required to study 10 research methods within two weeks' time, which was on a part-time study basis.The students suggested "select and master a few research methods in detail that were closely related to the work requirement while achieving general understanding of the other research methods." Considering that this was a short on-the-job training course without study credits, the change was made by the course team.Instead of applying each research method in general, the students were asked to choose two research methods in writing a research proposal as a group project.The assignments were revised accordingly for the 2 nd intake of students.
However, for credit courses, changes must be approved by the quality assurance committees of HKU SPACE.
Monitoring e-learning tutorials is one of the most important tasks for the programme director, who needs to log into the course Web site at least once every two days to observe stuor only ambiguous answers are provided, or if there are not many posts in the discussion forum area, the programme director would take immediate action to contact the tutors and solve the problem and inspire student's learning enthusiasm.
Process evaluation is a meticulous process which involves continuous evaluation throughout the course.The programme director and tutors need to plan carefully to maintain stu-

Product Evaluation
Product evaluation of an e-learning course is mainly conducted through quantitative reintake of this e-learning course, the online questionnaire method was used and all 60 students were surveyed.Thirty-eight valid data sets were received; the Tables to 6 show the students' evaluation of course effectiveness, teaching effectiveness, and learning effectiveness.Table shows the results of overall feedback on course effectiveness; such feedback is display the results of students' evaluation of various e-learning components of the course.
In order to understand these results relative to those of the face-to-face teaching mode, we adopted the evaluation statistics labels used for face-to-face teaching in HKU SPACE and  with tutors was highest with an , but communication with students was lowest with an However, there were no requirements for students to respond to other students' enquiries in discussion forums.Therefore, interaction between students was not so active compared with the interaction between tutors and students.

earning utcomes
The students also provided qualitative comments about the course in this e-learning course has become widely used in conventional education, continuing education, adult and cost-effectiveness.tion and training n the USA were providing e-learning courses, and more than 6.1 million university students were taking at least one e-learning course during the fall 2010 term, which accounted for over 31 total number of university students in the USA (Allen & Seaman, 2011).-ing education departments in China's universities are gradually merging with e-learning colleges and providing continuing education programmes to their adult students through e-learning.With the rapid development of information and communication technology, of the respondents showed positive attitudes to e-learning when they considered pursuing approach.10 years ago in the name of China E-learning Accounting Website.Now with millions of -(HSBC)

Figure 1 .
Figure 1.The PDPP evaluation model for e-learning courses.
Writing a distance education research paperThe course lasts 10 weeks and the average study hours are about eight per week, 80 hours altogether.All the teaching, learning, activities, quizzes, assignment, and discussion sessions take place in dents' learning procedure is as follows: read the study guide; understand the learning objectives; watch the video lectures (streaming media courseware); read the study unit; read related chapters participate in the e-learning discussion; read the summary of e-learning discussion prepared by the tutor, and write assignments.Planning EvaluationIt is necessary to analyze the market demand, feasibility, course objectives, target student is a standardized process in HKU SPACE, which involves writing a course developmentMarket demand analysis.This e-learning course has a huge potential market demand in Chinese language speaking areas, especially in mainland China.Considering the shortage of courses in this area in provincial level, 1,103 Radio & Television Universities at prefecture and city level, and With the rapid development of distance education and e-learning teaching mode, more and more distance education managers and practitioners are beginning to recognize the importance of research activities in enhancing teaching effectiveness and raising their univerof distance education institutions, but high-quality academic research remains the weakest link in most such institutions.This is mainly because most distance education practitioners they urgently need to acquire that knowledge and study the skills of distance education research in a systematic way.Feasibility analysis.Since the major market for this course is mainland China, HKU SPACE chose to collaborate with the School of Distance Learning for Medical Education of Peking University in order to achieve good cost-effectiveness.This school is one of the top e-learning education institutions in mainland China.Moreover, -Target student group.Students come from Chinese speaking countries or areas like mainland China, Hong Kong, Taiwan, and Macau, among others.Researchers, managers, and teachers from radio and TV universities, e-learning colleges, open universities, and continuing education colleges -In most open education institutions in Chinese regions, the academic staff members are encouraged to take on-the-job training in their professional areas.They could apply for sponsorship as well as leave from their own universities.The University could also assign the tuition fee of students would be paid by their institutions.
asked to use the e-calendar on the course Web site and arrange all 10 week's study time at the beginning of the 1 st week.The study time could be on a weekly basis.The study time which students set would be automatically sent to them as a reminder.materials, translation); e-learning instructional design (working hours of instructional and graphic designers interactive courseware development; technical development (setting up the e-course platform, designing the course Web site, upload learning resources); and and tutor fees.The income is tuition fees from students.It was estimated that the tuition fee from 60 students of the 1 st intake could cover all course design and development .Internal quality assurance analysis.This follows the quality assurance systems of HKU SPACE.For a short course, the internal quality assurance course review, quality process review, teaching quality, and teaching and learning support Development Evaluation is compiled and prepared by the programme director.The blueprint deals with the formation of the course team and its members' roles, course background, course introduction, course objectives, learner analysis, requirements for learning facilities and skills, course laboration in learning, learner support services, teaching model(s), course materials writing schedule, quality assurance, and copyright issues.
learning courses or e-learning tutorials in the future, and acquaintance with many new friends from different places in their own teaching areas.The following are some of the most typical comments made by the students of this course: I really enjoyed the course.It was developed by a well various regions.Quality Assurance in E-Learning: PDPP Evaluation Model and its Application skills I learnt from this course could improve my research quality greatly.Although I learnt courses on education research methods in Australia, only from this course can I really understand how to conduct educational research properly.I feel so lucky that I can study this course.Students are each other in the course website, with no restriction of time and place.I met some of my classmates from Inner Mongolia Universities) conference.We had had a lot of discussions time.The e-learning study materials are so clear and interactive.course development.tutor and tutors, I really enjoyed the e-learning learning environment of this course.Besides studying different research methods, I have also learned a lot about how to develop quality e-course materials and how to facilitate discussion forums effectively.Many thanks for Professor to develop and chair this course.Also thanks a lot for the passion and hard work of the tutors and other staff.This course has achieved better teaching and learning effectiveness than face to face instruction.In addition to those different research methods, I have also learned a lot about how to develop quality e-course materials and how to facilitate e-learning discussion effectively.Meanwhile, I also got to know of studying.Quality Assurance in E-Learning: PDPP Evaluation Model and its Application The success of this e-learning course has built up a good reputation.Many institutions have reserved places for their staff, and the long waiting list of potential students shows the course's success, which ensures its sustainability.Conclusion The PDPP model for evaluating e-learning courses was designed and proposed based upon the CIPP evaluation model (i.e., planning evaluation, development evaluation, process evaluation, and product evaluation.)In line with the characteristics and process of e-learning teaching and learning, 26 evaluation items were within the PDPP model.Using the PDPP model, the authors took the e-learning course on Research Methods in Distance Education as a case study to describe and analyze the series of evaluation activities.The research results show that this PDPP evaluation model could effectively ensure the quality of the e-learning course in terms of both teaching and learning effectiveness.However, the use of the PDPP model in this study measures only one purely e-learning course and further studies are needed.The authors hope that this model could contribute to the e-learning quality assurance literature establishing e-learning quality assurance models for other educational institutions.Acknowledgement This article is based on the paper presented at th .Some of the revisions made in the production of this article are based on discussions at the conference, for which I am very grateful to the participants.(in Chinese).Modern Distance Education Research, 2009 ing education in Hong Kong.International Journal of Continuing Education and Lifelong Learning, 1(2), 103-118.
Quality Assurance in E-Learning: PDPP Evaluation Model and its Application skills in their careers.If courses are job-related, employer perspectives on the essential needs of their employees also need to be considered.portedto other countries, it is necessary to analyze their local educational import policies, regulations, and levels of technical support.Then one needs to analyze the target student ).

Table 2
Study Time Arrangement for Research Methods in Distance Education

Table 3 E
-Learning Course Development and Evaluation functions and collaboration functions, feedback and evaluation functions, assignment and assessment functions, and administration and management functions.Utilizing the platform and its technical staff lowered the cost of course development.
calculated the average percentage of each item in the questionnaire survey on a Likert-type

Table Students '
Degree of Satisfaction with the E-Learning Course (%)